
M.A.^M.A.M.A.A. 



A. .A. ▲. 






HISTORY AND LITERATURE 

— IN- 

GRAMMAR GRADES ^ 



PHILLIPS 



j-^/r\j 



History and Literature 



IN 



GRAMMAR GRADES, 



X BY 



]^ H. PHILLIPS, Ph.D., 

SUPERINTENDENT PUBLIC SCHOOLS, BIRMINGHAM, ALABAMA, 



Paper read before the Deparimc?ii of Sufcrifitendence, at Brook- 
ly/h N.r„ Feb, //, j8g2. 



BOSTON, U.S.A.: 

D. C. HEATH & CO., PUBLISHERS. 

1893. 



N 



«'$' 



Copyright, 1S92, 
By D. C. Heath & Co. 



C. J. Peteks & Son, 

Ttpe-Setteks and Electkotttebs, 

145 High Street, Boston. 



HISTORY AND LITERATURE IN GRAM- 
MAR GRADES. 



The connection between history and literature is so inti- 
mate that the treatment of the latter in its broad sense might 
include the former, without violence to either. Considering 
each in its more restricted meaning, however, and particu- 
larly in its coinmonly accepted scholastic sense, the reason 
for the separation of these subjects in the caption becomes 
apparent. 

In presenting the claims of history and literature to a 
place in the curriculum of the elementary school, I do not 
feel that I am advocating the introduction of new subjects 
into our already too crowded course. History has been as- 
signed a place for many years, in the majority of our schools, 
and literature has received, at least, a passive recognition. 
The actual instruction in both has been far from satisfactory ; 
in quantity it has been for the most part nominal and uncer- 
tain ; in method, aimless and desultory. That these subjects 
have not been — are not now — adequately appreciated by 
the vast majority of the educational guild of this country, 
will be readily conceded. 

During the past decade, the methods of instruction in 
nearly all the other branches of elementary school work have 
undergone radical changes, and have reached a wide range 
of development. In the subjects of history and literature, 
however, it must be admitted that but little if any progress 



2 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

has been made in securing systematic instruction, either in 
matter or method. 

In language and arithmetic, we find careful gradation 
throughout the course ; in every stage of the child's progress, 
we become conscious of an effort to adapt matter and method 
to the capabilities of the growing mind, to arouse and de- 
velop self-activity by creating an interest in the subject mat- 
ter. An extended examination of courses of study in 
different sections of the United States reveals the fact, that 
in few instances only has there been any serious attempt to 
apply to history and literature the systematic treatment ac- 
corded to other subjects. 

The explanation of this fact cannot be found in any inher- 
ent difficulties in the subjects themselves. The plaintive ques- 
tion of the venerable Walt Whitman regarding our national 
literature may have been unconsciously applied by many to 
our national history, though we should be loath to make the 
admission. Popular indifference may, perhaps, be partially at- 
tributed to the absence in our local and institutional history of 
the element of antiquity, an element quite necessary to enlist 
the attention, and take hold of the imagination. Until with- 
in recent years, our people have been more actively inter- 
ested in the making, than in the recording, of history. As a 
people, we are even yet standing far too near the seething cal- 
dron of our later history to form a calm, dispassionate judg- 
ment respecting its character and value. Proper perspec- 
tive will doubtless enhance our interest, both in American 
history and American literature. 

There is still another cause, deeper lying perhaps, but 
farther reaching in its results. 

The curriculum of the common school is not a mere arbi- 
trary or accidental catalogue of subjects : it is a develop- 
ment, a growth, under influences as potent and as complex 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 3 

as those which have given life and form to our social organ- 
ism. On the one hand we find those fundamental principles, 
physiological and psychological, which appertain to the nc^ture 
and development of mind ; those laws of mental action 
which indicate the relative strength and activity of the sev- 
eral powers at different ages and stages of growth, and dic- 
tate the order and methods of training. These factors, so far 
as understood, within certain limits at least, are definite, uni- 
versal, and invariable, and must constitute the subjective basis 
of a rational course of study. On the other hand, we en- 
counter objective conditions and requirements, among which 
may be mentioned the sphere of activity and environment 
designed for the child ; the time and extent of his education ; 
the spirit of the age, and the demands of public sentiment as 
dictated by that spirit. These factors, embodying the popu- 
lar ideal of education, are variable, and are subject to 
changes and modifications, sometimes radical and revolution- 
ary, always more or less definite and perceptible. 

This elasticity of conditions, due so largely to the genius 
of our American institutions, is in itself an important factor 
in the progress and development of our national life, as well 
as of our educational ideals. 

Based upon these primary conditions, we find two distinct 
lines of educational thought, characterizing the two predomi- 
nant ideals of the century. The one, emphasizing subjec- 
tive conditions, subordinates the acquisition of mere knowledge 
or information to the disciplinary value of the studies pursued ; 
the other makes the utility of the subject matter the measure 
of its disciplinary value. The predominating tendency of 
the former has been the concentration of all the agencies of 
education to secure the severe training and exact discipline 
of the intellectual faculties, leaving the culture of the emo- 
tional and executive faculties largely to the accidents of life. 



4 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

Such subjects as were deemed unsuited to intellectual gym- 
nastics were carefully excluded. History, poetry, and music 
were laid aside as too trivial and effeminating for men who 
aspired to intellectual strength. With the rise of the utilitarian 
ideal, we find in recent years a pronounced tendency towards 
the opposite extreme. The practical arts as elements in in- 
dividual and national progress have demonstrated their mar- 
vellous power to such an extent, that to-day science is idolized 
and knowledge is declared omnipotent. 

It is not difficult to see that under the sway of these two 
great educational ideals, history and literature have received 
but little direct encouragement as branches of school work. 
Considered by the one inadequate as a means of severe men- 
tal training and exact scholarship, and by the other as con- 
taining too little promise of immediate utility in the business 
of life, these subjects have been assigned a subordinate and 
precarious lodgment in the curriculum of the elementary 
school. 

The tendency has been to relegate the study of literature 
as such to the high school and the college, — to place it as 
far as possible beyond the reach of the masses. The value 
of literature as a means of culture may be admitted, but it is 
claimed to be beyond the comprehension of pupils below the 
high school. In the mean time, these pupils take their read- 
ing into their ounv hands, and drift away unwarned into the 
dangerous shallows of sensational and ephemeral literature. 
When we remember that only about fifteen per cent of the 
children in our elementary schools ever reach the high school, 
it becomes evident that those educational agencies designed 
to advance the masses, and to conserve the highest interest 
of the state, must be concentrated in the grammar schools. 
In the millions of youth in these schools to-day are centred 
the hopes and the interests of the future. The boys from 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 5 

these schools, not those from our high schools and colleges, 
will roll up the future majorities in our great cities. For 
many years to come, the battle-ground of the republic must 
be the grammar school, and the instruction here imparted will 
determine the future battle-cry of American civilization. 

It was not without fitness that literature and its allied 
subjects were called by the ancients the /iuma?iities. These 
studies appeal directly to the human element in life, and are 
calculated to inspire the soul and mould the life more effec- 
tively than all the other subjects of our elementary course 
combined ; these are the only studies of the course that are 
likely to be projected into the child's after-life ; they serve to 
cultivate the affections, to ennoble the emotions and the 
desires, — in short, to purify the springs of human action, 
and to render secure from pollution the streams of social and 
national life. 

Literature in its comprehensive sense has been defined as 
the expression of life ; history relates to the visible form, the 
outward expression, while literature in poetry and fiction 
deals with the throbbings of that inner life which animates 
and beautifies the whole. The interest of both centres in 
man. History and biography, appealing to individual expe- 
rience, and exercising the imagination by vivid portrayals of 
past scenes and incidents, constitute, perhaps, the surest and 
most direct avenue to the broader fields of literature. This 
service of history to literature will be admitted ; but not so 
readily recognized is the connection between the other nat- 
urally related subjects of the grammar school course and 
literature, the supplement and complement of all. It is evi- 
dent that reading, grammar, history, and geography are bound 
together in a most intimate relationship through the bond of 
literature. Reading is not reading, if it stops satisfied with 
word-calling and a mechanical observation of pauses and 



6 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

inflections. That study of United States history which fails 
to invest the Hves of the noble men and heroic women of the 
past with an interest all absorbing, and to lead the child to 
appreciate in their proper setting the eloquent and impassioned 
outbursts of patriotic sentiment, has fallen miserably short of 
its mission. 

If the long and dreary journey through the deaert of lan- 
guage and technical grammar fails to vouchsafe, now and 
then, an encouraging glimpse of. the promised land of litera- 
ture, even if it be beyond the Jordan, much time has been 
wasted, much energy vainly exhausted. As " all roads lead 
to Rome," so should all the studies in the grammar school 
lead to the cultivation of the literary sense as the end and 
sum of all education below the high school. 

The study of history and geography might be profitably 
united throughout the course. While studying the physical 
and political characteristics of different countries, let the child 
learn something of the prominent men and notable events 
associated with them in history. Call to his aid a few of the 
heroes and noted travellers of history. Let Alexander, Han- 
nibal, or Napoleon, Captain Cook, Livingston, or Stanley, do 
service as guides. Let the progressive map of Italy, Greece, 
or Germany, as it expands before the pupil, become instinct 
with the living, glowing millions of the past ; let those horrid 
wriggling lines be^ translated by the imagination into remark- 
able rivers, lakes, and mountains, associated with deeds of 
valor and renown, and invested with something of the ancient 
glory of romance. Both in general and American history the 
child will thus associate place and circumstance in such rela- 
tion that the one may recall the other. History and geog- 
raphy as studied independently are wofully abused ; in the 
one, the element of time is unduly emphasized ; in the other, 
that of place. It is in their union we must seek strength. 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 7 

If need be, let the geography be rewritten, and let the end- 
less list of insignificant places, that have failed in all the 
centuries to prove interesting to the makers of romance and 
history, rest silent in deserved obscurity. Winnow, if you 
will, from the school history rhuch of dry, indigestible detail. 
Let history and geography be co-ordinated, and the two will 
move on hand in hand, mutually helpful, mutually inspiring. 

But, while much may be accomplished by co-ordinating the 
more obviously related subjects of the course, and by organ- 
izing the instruction in these subjects with reference to lit- 
erary culture, specific and exclusive attention should be given 
to history and literature in any well-arranged curriculum. 

A brief survey of history-teaching in the grammar grades 
is all that can be attempted within the limits of this paper. 
The course in United States history usually covers a period 
of one or two years. In a few instances we find English 
history or outlines of general history in the highest grade. 
Rarely do we find any systematic effort to teach history 
before the sixth or seventh year of the child's school life. 

The increased attention given to this study of late in many 
of our leading colleges and universities, under the direction 
of eminent specialists, has revealed three important needs of 
history-teaching in the grammar school : i. Better preparation 
on the part of teachers ; 2. Improved methods of teaching ; 
3, Better gradation of the course in history. 

Dr. Thorpe, in an article published in 1887, gives the 
following vivid description of the prevailing method of 
instruction in history: — 

" The teacher assigns a fixed number of pages in the text- 
book to be memorized ; pupils repeat the text in recitation ; 
they are examined in the text and the subject is dropped, 
usually willingly. This method prevails in large cities and 
in crowded schools, and is the sine qua non of every teacher 



8 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

who is compelled to hear lessons which he does not under- 
stand. . . . The result is that thousands pass from these 
schools with a brief mental incumbrance of names, dates, and 
isolated events. In some public schools no text-book is 
used. The teacher not being a special student of history 
talks text-book on a small scale. The notes of pupils are 
disconnected statements swept together into a table which is 
memorized. The recitation is the story after the teacher 
with unique variations by the child; the text-book abridges 
the larger work, the teacher abbreviates the text-book, and 
the child abbreviates the teacher." Dr. Thorpe's conclusion 
is anything but flattering : " In these schools for elementary 
instruction, the study of American history as at present con- 
ducted is, with few exceptions, time wasted, money wasted, 
energy wasted, history perverted, and intelligent elementary 
knowledge of elementary history prevented." 

This picture is doubtless true enough to-day, though the 
past five years have wrought progress in many schools. The 
grammar school teacher of to-day is not a specialist ; existent 
conditions preclude sucli a possibility. In the majority of 
our schools the grammar school teacher is required to give 
instruction in almost the entire circle of the arts, and is ex- 
pected to include in her mental equipment the elements of 
all knowledge. The salary received in most instances is 
barely sufficient to justify respectable subsistence, much less 
afford the luxury of extended travel and study. Yet some 
of the overworked, underpaid grammar school teachers I wot 
of, do excellent work even in history, better, perhaps, than 
many a university specialist could do, in the grammar school. 

But while we cannot emphasize too much the need of 
better preparation and better methods for the teacher, faulty 
instruction may be oftentimes attributed to the arrangement 
of the course of study. Good history-teaching in the gram- 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 9 

mar grades must have its roots deep in the primary. We 
must recognize the fact that the study of history, like that of 
language and arithmetic, is essentially progressive in its 
character ; gradation should be adapted to the several stages 
in the development of the historical sense. To place in the 
hands of a grammar school pupil an advanced text-book in 
history without previous instruction, without securing even a 
mental attitude favorable to the study is a blunder, second 
only to the placing of technical grammar in the hands of a 
primary language tyro. 

If the childhood of man repeats in miniature the child- 
hood of the race, and the education of the individual pro- 
ceeds upon lines parallel with those of humanity, as Herbert 
Spencer tells us, w^e may get from history itself a valuable 
suggestion with regard to the development of the historical 
sense. With the child as with the race, a vivid imagination 
revels amid fairy tales and legends of wonderful beings, 
superhuman in size and power. To the nursery and the 
kindergarten belongs this the first stage of history teaching. 
p— Chronology, geography, and biography, time, place, and 
/ personality, are the primary essentials of history. The child 
I cannot grasp these relations simultaneously. The chrono- 
I logical sequence of past events is too abstract a conception 
for the beginner : the effort to locate the story weights down 
the imagination too much ; the personal element alone 
attracts and dominates the fancy during the first two years 
of school life. In the third and fourth years, we may expect 
the element of place to combine naturally with that of per- 
sonality; and geography and biography constitute the vehi- 
cles of history teaching. Any adequate conception of orderly 
sequence in the great past is as yet too vast for his mental 
grasp, though the story may expand into an elaborate narra- 
tive, and the personal sketch into a respectable biography. 



lO HISTORY AND LITERATURE IN GRAMMAR GRADES. 

During the next two years, the three elements are called 
into requisition, the fragmentary accumulations of former 
stages, in which the child now feels something of a proprie- 
tary interest, may be reproduced and supplemented, and the 
whole crystallized into a connected narrative. 

In the last stage of the grammar school the deeper and 
more philosophical relations of history will be appreciated. 
The facts of history may be examined in their general rela- 
tions, as conditions and results, causes and effects. The 
simpler generalizations may be derived and their more 
obvious applications utilized, while the philosophy of history, 
in its wider generalizations and applications to social and 
political science, must be reserved for high school and 
college. 

Time will not permit me to touch upon text-books or spe- 
cific methods. My effort must be confined to this simple 
outline of the basis of a course in history as indicated in the 
development of the historical sense. If the course be thus 
begun in the primary, the study will prove more fruitful in 
results, both as a means of mental discipline and as a prac- 
tical o^uide in the duties and exiiiencies of life. 

I have dwelt thus at some length upon history because it 
is recognized as the doorway to general literature ; besides, 
what has been sa-id with regard to the development of the 
historic sense applies with equal force to the development of 
literary taste, particularly in the primary grades, where the 
foundation must be securely laid. 

DeQuincey classifies literature into two great divisions, the 
literature of information, and the literature of power, or 
inspiration. The latter now claims our attention. How 
shall we cultivate in our grammar schools a taste for that 
class of literature which inspires the soul and ennobles 
character? 



HISTORY AND LITERATURE IN GRAMMAR GRADES. II 

Many plans and devices have been suggested, and tried 
with varying degrees of success. In many schools the old 
system of numbered readers has been either supplanted or 
supplemented by the introduction of continuous selections 
from our best English and American authors. The celebra- 
tion of authors' days in many schools has proven an excellent 
method of impressing upon the mind the clitracter and per- 
sonality of eminent men of letters, and of familiarizing the 
children with their works. The spasmodic character and 
the "celebration " feature of this method, however, constitute 
an artificial stimulus, not entirely favorable to the formation 
of the " reading habit," unless supplemented by more perma- 
nent and continuous work. 

Another effort, assuming various forms and proportions 
according to circumstances and local surroundings, may be 
termed the "library method." 

It is not my purpose to examine specifically into the 
merits of the several methods suggested. Their existence 
serves to emphasize the conviction that the need of special 
instruction in literature is most urgent, and is a virtual 
admission of the fact that the teaching of English in our 
schools to-day is a failure, so far as it concerns the cultiva- 
tion of literary taste. We give ample time to English in our 
grammar schools ; reading, language, grammar, and compo- 
sition, — the related English studies, — occupy nearly one- 
half the child's time in school. Are the results at all 
commensurate with this vast effort ? A very large percen- 
tum of 'our pupils pass through our grammar schools, and 
even enter our colleges, without mastery of the rudiments of 
language, with no facility of expression in their own vernac- 
ular, and with no appreciation of the wealth and splendor of 
the literature within their grasp. Is it not possible that our 
language teaching is too cold, abstract, and technical ? that 



12 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

our aims are too verbal, and our methods i^oo mechanical ? 
In other words, are we not trying to teach all about the lan- 
guage and too little in and of the language itself? We too 
often content ourselves, it seems to me, with the method of 
the dissecting-room, — the pupil studies the anatomy of a 
language that to him is practically dead, so far as its soul- 
breathing literature is concerned. Such a process may bring 
dexterity in the mechanical manipulation of words, but it 
cannot inspire thought. It may develop skill in analysis, 
but corresponding power of synthesis and the enlargement 
of the intellectual life do not of necessity follow. 

Far from decrying technical grammar, I hold it indispen- 
sable, as a means of training in the relation of ideas and in 
the logical analysis of language. As a science, it has its 
place ; but, as a science, it demands that the pupil shall first 
come face to face with the living facts upon which it is based 
— the literature of the language. 

Could we turn the light of mature experience upon our 
early school time, and vividly recall our early views of litera- 
ture, we should feed our pupils less on the dry, unpalatable 
husks of thought. What wonder some of us were led to 
conclude that the masterpieces of Jefferson and Webster, 
Clay and Calhoun, were written expressly for the big boys to 
declaim on Friday afternoons ; that the fragmentary litera- 
ture with which th-e pages of the grammar were so generously 
sprinkled had been generated for the sole purpose of illus- 
trating rules of syntax. Yet these " disjecta membra " of 
poet, orator, and essayist constituted the sole literary equip- 
ment of the millions who left the district school of the long 
ago to enter upon life's duties. 

But many of us cherish tender memories of the old school 
reader. The fragments read and memorized in school-time 
may have been enigmas then, but how often since have they 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 1 3 

flowered into consciousness and power. How often since 
have we been surprised and delighted to recognize our old 
familiar friends, when met by chance, no longer isolated 
nomads, but at home, in the pages of* Irving, Wirt, or 
Webster ; Dickens, Scott, or Bulwer ; Wordsworth, Bryant, 
or Longfellow. 

But the old school reader has been dethroned: it holds 
to-day but partial sway in our city and village schools. A 
literary scrap-book, it may serve as a hand-book of elocution, 
a drill manual in the mechanical process of reading; but it 
creates no lasting interest in literature, cultivates no taste 
for continuous reading. Let the reform go on ; let the 
grammar-school pupil read with the teacher some of the old 
masterpieces bequeathed by the children of the past ; intro- 
duce " Robinson Crusoe," the " Swiss Family," and " Gulli- 
ver;" Whittier, Longfellow, or Tennyson ; Irving, Scott, or 
Hawthorne. Begin in the lowest primary with the substitu- 
tion of suitable child literature for the insipid commonplaces 
and worthless inanities of the average primary reader. Let 
the literary taste be developed by natural stages from the 
primary to the high school, and the pupil will leave school 
having an intimate acquaintance with a few great masters of 
thought and style, with more exalted views of life, with judg- 
ment strengthened, taste cultivated, and desire ablaze for 
truth and beauty. The reading of a few great masterpieces 
in their integrity, with sole reference to their enjoyment and 
appreciation as literature, should both precede and accom- 
pany verbal drills and grammatical analyses. 

True culture does not consist simply in the development 
of the reasoning faculty or the power of discrimination in the 
subtleties and trivial niceties of technical learning. The 
child has sentiments, feelings, and emotions ; an innate love 
of the beautiful, the true, and the sublime ; a yearning for 



14 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

immortality, an impulse to the ideal and the perfect. Shall 
we emphasize the grosser faculties of the mind, and neglect 
these, the divine part of his nature ? 

Frederick von Schlegel, in his " Philosophy of History," 
has the following admirable passage to the point : — 

" There can be no comprehensive culture of the human 
mind, no high and harmonious development of its powers, 
and the various faculties of the soul, unless all those deep 
feelings of life — that mighty productive energy of human na- 
ture, the marvellous imagination — be awakened and excited, 
and by that excitement and exertion attain an expansive, noble, 
and beautiful form. Were the mental culture of any people 
founded solely on a dead, cold, abstract science, to the ex- 
clusion of all poetry in action or thought, such a mere mathe- 
matical people, with minds thus sharpened and pointed by 
mathematical discipline, would never possess a rich and va- 
rious intellectual existence ; nor even probably attain to a liv- 
ing science, or a true science of life." 

In illustration of this argument, an eminent authority has 
suggested a comparison of the philological methods of two 
representative American universities. The high standard of 
exact scholarship in the one, made possible the most critical 
analysis and laborious research upon a few lines of Horace or 
Sophocles, while the beauties of thought, sentiment, and style 
were passed with scant attention. Its graduates have been 
celebrated as exact scholars, and prodigies of intellectual 
acumen, but they have contributed little to the enrichment of 
the world's literature. The other imparted a more gener- 
ous culture of the imagination and the feelings, and 
gave to the world a Prescott, a Holmes, a Longfellow, and a 
Lowell. 

The two dominating educational ideals exist side by side 
in the modern school, now diverging into extremes, now con- 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 1 5 

verging, and uniting through a series of compromises, but sel- 
dom fusing in harmonious coalescence. 

If the exclusively diciplinary use of the old school reader 
constitutes one extreme, the other extreme may be seen in the 
reactionary and unwise substitution of information readers, 
science readers, the newspaper, and manuals of current 
events, — all falsely labelled as literature. If the one empha- 
sizes intellectual gymnastics at the risk of mental starvation, 
the other may simply tickle the palate with modern sweet- 
meats, in the name of utility, to the fatal exclusion of whole- 
some nutriment. 

If, on the one hand, there is danger of emphasizing the 
exclusively disciplinary ideal in the grammar school stage by 
introducing Latin, algebra, and geometry, there is danger, on 
the other, of enfeebling the curriculum with a dilute mixture 
of commercial and industrial branches. The simple terms, 
"commercial" and ''industrial," possess a potent charm to 
the educational as well as the popular ear ; and we must make 
room for Commercial Book-keeping, Commercial Stenography, 
Commercial Savings Banks, and even ''Commercial German," 
with " Reciprocity Spanish" doubtless to come in later; we 
must make room for industrial drawing, industrial science, 
and the whole round of " industrial-isms," vaguely accredited 
to Manual Training. This diversity of instruction is incom- 
patible with intensity. No wonder our common schools are 
so often charged with the overproduction of moral debility 
and mental mediocrity, when the curriculum is crowded to the 
verge of feebleness and teaching energy is so effectually dis- 
sipated ! No wonder the great educational essentials, the 
mould of humanity and the glory of civilization, must be aban- 
doned, while we open wide our doors to a throng of modern 
marvels to convince ourselves of progress. 

The gravest danger of our educational system to-day lies 



l6 HISTORY AND LITERATURE IN GRAMMAR GRADES. 

in the effort to make the common school subserve too many- 
specific purposes. The wrecks of the schools of antiquity ad- 
monish us against this error. The failure of popular elemen- 
tary education in ages past has been chiefly due to the effort 
to subserve some selfish aim, some immediate purpose. 
Compensation for the neglect of certain powers of the human 
soul was often sought in the over-education of others ; the 
unique product too often consists of an intellectual giant com- 
bined with a moral imbecile, or an intellectual dwarf with 
massive but unorganized and impotent information. 

We need to-day in our common schools the counteracting 
influence of those studies which will exert a direct influence 
upon the moral conduct of life. Far better omit the rigid 
drill in advanced arithmetic and technical grammar, if need 
be, than to send out the millions of youth now in our schools, 
to assume the duties and responsibilities of life, without the 
aid to character building obtained from the examples of 
noble lives recorded in history and biography ; without in- 
spiration to noble living drawn from the visions of beauty and 
moral loveliness presented in literature. It is not enough to 
teach reading : ability to read is a power that grows more 
dangerous day by day. This power in the hands of the child, 
without direction, may be perverted to the basest of uses, and 
may prove at the last his one soul-destroying instrumentality. 
Thomas Arnold did not speak unadvisedly when he said, *' I 
would rather that a son of mine believed that the sun went 
round the earth, than that he should be entirely deficient in 
knowledge of beauty, of poetry, and of moral truth. 

It is not enough that the child's mind be prepared by a 
scientific process to receive truth : the seed must be sown, 
and the tender shoot must be nourished by sunshine, rain, and 
dew, if we are to expect abundant fruitage in the life. 

As the " heirs of all the ages," the youth of America should 



HISTORY AND LITERATURE IN GRAMMAR GRADES. 1/ 

be impressed with the value of their inheritance, and the 
solemn responsibility it entails; they should learn the trite 
but oft forgotten truth, that the past is our only key to the 
future ; that 

'* The unerring voice of Time 
Warns us that wliat liatli been, again shall be, 
And the broad beacon-flame 
Of History casts its light 
Upon Futurity. " 

When the history of American institutions, and the litera- 
ture of the English tongue in its most inspiring and enduring 
forms, become fundamental studies in our common schools, 
then may we hope for the speedy assimilation of the diverse 
elements now throngirfg our shores from every clime, into 
homogeneous American citizenship; then will the priceless 
inheritance of the past, cherished in the hearts of a grateful 
and patriotic people, prove an exhaustless well-spring of indi- 
vidual solace and joy, and the substantial guaranty of social 
purity and national integrity. 



Ponographs on lEbucation. 



MANY contributions to the theory or the practice of teaching are 
yearly lost to the profession, because they are embodied in articles 
which are too long, or too profound, or too limited as to number of inter- 
ested readers, for popular magazine articles, and yet not sufficient in vol- 
ume for books. We propose to publish from time to time, under the above 
title, just such essays, prepared by specialists, choice of matter, practical in 
treatment, and of unquestionable value to teachers. Our plan is to furnish 
the monographs in paper covers, and at low prices. We shall continue the 
series as long as teachers buy freely enough to allow the publishers to recover 
merely the money invested. Of these series the following are now ready : — 

Modern Petrography. 



By George Huntington Williams, of the Johns Hopkins University. 

The Study of Latin in the Preparatory Course. 

By Edward P. Morris, M.A., Professor of Latin, Williams College. 

Mathematical Teachijtg and its Modem Methods. 

By Truman Henry Safford, Ph.D., Professor of Astronomy in Williams College. 

How to Teach Reading and What to Read in the Schools. 

By G. Stanley Hall, President of Clark University, Worcester, Mass. 

Science Teaching in the Schools. 

By William North Rice, Professor of Geology in Wesleyan University, Conn. 

English in the Preparatory Schools. 

By Ernest W. Huffcut, Instructor in Rhetoric in Cornell University. 

Etiglish in the Schools. 

By F. C. Woodward, Professor of English in the University of South Carolina 

The Study of Rhetoric i?t the College Course. 

By J. F. Genung, Professor of Rhetoric in Amherst College. 
PRICB, 25 CEBJXS HACK. 



C. HEATH & CO., Publishers, 

Boston, New York, and Chicago. 



New Books on Education. 

\ do not think that you have ever printed a book on education that is not worthy to go on 
any "Teacher's Reading List," and the best list, — Dr. William T. Harris. 

Compayre s History of Pedagogy. 

Translated by Professor W. H. Payne, University of Michigan. Price by mail, $1.75. 
The best and most compi hensive history of education in English. — Dr. G. S. Hall. 

GilVs Systems of Education. 

An account of the systems advocated by eminent educationists. Price by mail, $1.10. 

I can say truly that I think it eminently worthy of a place on the Chautauqua Reading 
List, because it treats ably of the Lancaster and Bell movement in Education, — a very 
iviportaiit phase. — Dr. William T. Harris. 

Radestock's Habit in Educatioii. 

With an Introduction by Dr. G. Stanley Hall. Price by mail, 65 cents. 
It will prove a rare "find" to teachers who are seeking to ground themselves in the 
philosophy of their art. — E. H. Russell, Prin. of Normal School, Worcester, Mass. 

Rotisseati s Em He. 

Price by mail, 85 cents. , 

There are fifty pages of Emile that should be bound in velvet and gold. — Voltaire. 

Perhaps the most influential book ever written on the subject of education. — R. H. QuiCK. 

Pestalozzis Leonard and Gertrude. 

With an Introduction by D,r. G. Stanley Hall. Price by mail, 85 cents. 
If we except Rousseau's " Emile" only, no more important educational book has appeared 
for a century and a half than Pestalozzi's " Leonard and Gertrude." — The Nation. 

Ric liter S Lev ana ; The Doctrine of Education. 

A book that will tend to build up that department of education which is most neglected^ 
and yet needs most care — home training. Price by mail, $1.35. 

A spirited and scholarly book. — Prof. W. H. Payne, University flf Michigan. 

Rosminis Method in EducatioJi. 

Price by mail, $1.75. 

The best of the Italian books on education. — Editor London J otirnal of Education. 

HalVs Methods of Teaching History. 

A symposium of eminent teachers of history. Price by mail, $1.40. 

Its excellence and helpfulness ought to secure it many readers. — The Nation. 

Bibliography of Pedagogical Literatttre. 

Carefully selected and annotated by Dr. G. Stanley Hall. Price by mail, $1.75. 

Lectures to Kindergartners. 

By Elizabeth P. Peabody. Price by mail, $1.10. 

Monographs on Education. (25 cents each.) 

D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK, AND CHICAGO. 



English Literature. 

Hawthorne and Lemmon's American Literature. A manual 

for high schools and academies $1.12 

Meiklejohn's History of English Language and Literature. 

For high schools and colleges. A compact and reliable state- 
ment of the essentials ; also included in Meiklejohn's English 
Language (see under English Language) 80 

Meiklejohn's History of English Literature. 116 pages. Part 

IV. of English Literature, above 40 

Hodgkins' Studies in English Literature. Gives full lists of aids 
for laboratory method. Scott, Lamb, Wordsworth, Coleridge, 
Byron, Shelley, Keats, Macaulay, Dickens, Thackeray, Robert 
Browning, Mrs. Browning, Carlyle, George Eliot, Tennyson, Ros- 
setti, Arnold, Ruskin, Irving, Bryant, Hawthorne, Longfellow, 
Emerson, Whittier, Holmes, and Lowell. A separate pamphlet 
on each author. Price 5 cts. each, or per hundred, $3.00 ; com- 
plete in cloth (adjustable file cover $1.50) i.oo 

George's Wordsworth's Prelude. Annotated for high school and 

college. Never before published alone. 1.25 

George's Selections from Wordsworth. 168 poems chosen with 

a view to illustrate the growth of the poet's mind and art . . 1.50 

George's Wordsworth's Prefaces and Essays on Poetry. In 

press 

George's Burke's American Orations. Boards, 40c. cloth . . .60 

Corson's Introduction to Browning. A guide to the study of 

Browning's Poetry. Also has 33 poems with notes . . . 1.50 

Corson's Introduction to the Study of Shakespeare. A critical 

study of Shakespeare's art, with examination questions . 1.50 

Corson's Introduction to the Study of Milton. In press. 

Corson's Introduction to the Study of Chaucer. In press. 

Hempl's Old English Grammar and Reader. In press. 

Cook's Judith. The Old Engli-;h epic poem, with introduction, trans- 
lation, glossary and fac-simile page 1.50 

Cook's English Prose Style and the English Bible. /;/ Press. 

Simonds' Sir Thomas Wyatt and his Poems. 168 pages. With 

biography, and critical analysis of his poems 75 

Hall's Beowulf. A metrical translation. In press. 

See also our list of books for the study of the English Language. 



D. C. HEATH & CO., PUBLISHERS. 

BOSTON, NEW YORK & CHICAGO. 



History. 



Sheldon's General History. For high school and college. The only history i<A- 
lowing the "seminary" or laboratory plan now advocated by all leading teachers 
Price, $ 1.60. 

Sheldon's Greek and Roman History. Contains the first 250 pages of the 

above book. Price, $1.00. 
Teacher's Manual to Sheldon's History. Puts into the instructor's hand the 

kty to the above system. Price, So cents 

Sheldon's Aids to the Teaching- of General History. Gives list of essen= 
tial books for reference library. Price, lo cents. 

Bridg-man's Ten Years of Massachusetts. Pictures the development of the 
Commonwealth as seen in its laws. Price, 75 cents. 

Shumway's A Day in Ancient Rome. With 59 illustrations. Should find a 
place as a supplementary reader in every high school class studying Cicero, Horace, 
Tacitus, etc. Price, 75 cents. 

Old South Leaflets on U. S. History. Reproductions of important political 
and historical papers, accompanied by useful notes. Price, 5 cents each. Per hun- 
dred, ^3.00. 

This general series of Old South Leaflets now includes the following subjects : The 
Constitution of the United States, The Articles of Confederation, The Declaration of 
Independence, Washington's Farewell Address, Magna Charta, Vane's " Healing Ques- 
tion," Charter of Massachusetts Bay, 1629, Fundamental Orders of Connecticut, 163S, 
Franklin's Plan of Union, 1754, Washington's Inaugurals, Lincoln's Inaugurals and 
Emancipation Proclamation, The Federalist, Nos. i and 2, The Ordinance of 1787, 
The Constitution of Ohio, Washington's Letter to Benjamin Harrison, Washington's 
Circular Letter to the Governors. 

Allen's History Topics. Covers Ancient, Modern, and American history, and gives 
an excellent list of books of reference. Price, 25 cents. 

Fisher's Select Bibliog. of Ecclesiastical History. An annotated list of 

the most essential books for a Theological studen't library. Price, 15 cents. 

Hall's Methods of Teaching- History. "Its excellence and helpfulness ought 

to secure it many readers." — The Nation. Price, $1.30. 
Wilson's the State. Elements of Historical and Practical Politics. A text-book 

for advanced classes in high schools and colleges on the organization and functions ol 

governments. In Press. 

D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK AND CHICAGO. 



PVhy should Teacher s %:!:^XSZ 

1 Rf^rnil^P "° ""^" *'"" stand high in any profession who is not familiar 
I . UCLUUOG iijiff, jtg history and literature. 

RprnilKia '* saves time which might be wasted in trying experiments that 
£.. ucx^uunx; fjaue already been tried and found useless. 

Compayr6'S History of Pedagogy. " The best and most comprehensive 

history of Education in English." — Dr. G. S. Hall Si.?"; 

Compayr6's Lectures on Teaching. " The best book in existence on*- 

the theory and practice of Education." — Supt. MacAllister, Philadelphia. . 1.75 

Gill's System of Education. "It treats ably of the Lancaster and Bell 

movement in Education — a very important phase." — Dr. W. T. Harris. . 1.25 

RadestOCk'S Habit in Education. " It will prove a rare ' find ' to teach- 
ers who are seeking to ground themselves in the philosophy of their art." — 
E. H. Russell, Worcester Normal. . 0.75 

Rousseau's Emile. " Perhaps the most influential book ever written on the 

subject of Education." — R. H. Quick 0.90 

Pestalozzi's Leonard and Gertrude. " If we except ' Emile' only, no 

more important educational book has appeared, for a century and a half, than 

' Leonard and Gertrude.' " — The Natioti. , . 0.90 

Richter's Levana ; or the Doctrine of Education. "A spirited 

and scholarly book." — Prof. W. H. Payne. . . ... . . . 1.40 

Rosmini'S Method in Education. " The most important pedagogical 

work ever written." — Thomas Davidson 1.50 

Malleson's Early Training of Children. " The best book for mothers 

I ever read." — Elizabeth P. Peabodv. 0.75 

Hall's Bibliography of Pedagogical Literature. Covers every 

department of Education. 1.50 

Peabody's Home, Kindergarten and Primary School Educa- 
tion. "The best book outside of the Bible I ever read." — A Leading 
Teacher i.oo 

NewSholme'S School Hygiene. Already in use in the leading training 

colleges in England. . . . . . , . . . , , . 0.75 

DeGarmo's Essentials of Method. " It has as much sound thought to 

the square inch as anything I know of in pedagogics." — Supt. Balliet, 
Springfield, Mass. 0.65 

Hall's Methods of Teaching History. " Its excellence and helpful- 
ness ought to secure it many readers." — The Nation 1.50 

Seidel's Industrial Education. " It answers triumphantly all objections 
to the introduction of manual training to the public schools." — Charles H. 
Ham, Chicago 0.90 

Badlam's Suggestive Lessons on Language and Reading. 
"The book is all that it claims to be and more. It abounds in material that 
wdll be of service to the progressive teacher." — Supt. Dutton, New Haven. r.50 

Red"way's Teachers' Manual of Geography. " Its hints to teachers 
are invaluable, while its chapters on ' Modem Facts and Ancient Fancies ' will 
be a revelation to many." — Alex, E. Frve, Author of "The Child in 
Nature.''* 0.65 

Nichols' Topics in Geography. " Contains excellent hints and sug- 
gestions of incalc^lable aid to school teachers." — Oakland {Cal.) Tribune. . 0.65 



D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK AND CHICAGO. 



Science. 



Organic Chetnistfy : An introduction to the study of the Compounds of Carbon. 

By Ira Remsen, Professor of Chemistry, Johns Hopkins University, BaUimore. 
374 pages. Cloth. Price by mail, $1-30; Introduction price, $1.20. 

The Elements of Inorganic Chemistry: Descriptive and Qualitative. 

By James H. Shepard, Professor of Chemistry in So. Dakota. Agricultural Col. 
399 pages. Cloth. Price by mail, J5 125 ; Introduction price, #1.12. 

The Elements of Chemistry : Descriptive and Qualitative. Briefer Course. 

By James H. Shepard, Professor of Chemistry in So. Dakota Agricultural College. 
248 pages. Price by mail, 90 cts. ; Introduction price, 80 cts. 

Elementary Practical Physics, or Guide /or the Physkai Laboratory. 

By H. N. Chute, Instructor in Physics, Ann Arbor High School, Mich. Cloth, 
407 pages. Price by mail, 1^1.25 ; Introduction price, $1.12. 

The Laboratory Note- Book. For students usmg any chemistry. 

Giving printed forms for "taking notes" and working out formulae. Board covers. 
Cloth back. 192 pages. Price by mail, 40 cts. J Introduction price, 35 cts. 

The Elements of Chemical Arithmetic : with a short system o/ el 

ementary Qualitative Analysis. By J. Milnor Coit, M. A., Ph. D., Instructor in Chem- 
istry, St. Paul's School, Concord, N.H. 93 pp. By mail, 55 cts. ; Introduction price, sects. 

Chemical Problems. Adapted to High schools and colleges. 

By Joseph P. Grabfield and T. S. Burns, Instructors in General Chemistry in the 
Mass. Inst, of Technology. Cloth. 96 pages. Price by mail, 55c. Introduction price, 50c. 

Elementary Course in Practical Zoology. 

By B. P. CoLTON, A. M., Professor of Science, Illinois Normal University. Cloth. 
196 pages. Price by mail, 85 cts. ; Introduction price, 80 cts. 

First Book of Geology. 

By N. S. Shaler, Professor of Palaeontology, Harvard University. 272 pages, with 13Q 
figures in the text. Price by mail, $1.10 ; Introduction price, $1.00. 

The Teaching of Geology. 

By N. S. Shaler, author of First Book in Geology. Paper. 74 pages. Price, 25 cents. 

{Modern Petrography. An Account o/the Application of the Microscope to the 

Study of Geology. By George Huntington Williams, of the Johns Hopkins University. 
Paper. 35 pages. Price, 25 cents. 

Astronomical Lantern and How to Find the Stars. 

By Rev. James Freeman Clarke. Intended to familiarize students with the constel- 
lations, by comparing them with fac-similes on the lantern face. Price of the Lantern, in 
improved form, with seventeen slides and a copy of "How to Find the Stars," JS4. 50 
" How to Find the Stars," separately. Paper. 47 pages. Price 15 cts. 



D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK, AND CHICAGO. 



Hlementary Science. 



By Geo. Ricks, Inspector of Schools, London School Board. Cloth. 352 pages. R&. 
tail price, 1.50. 



T^atural History Object Lessons, a Manual for Teachers. 

By Geo. Ricks, Inspector of Schools, L 
tail price, 1.50. 

Guides for Science-Teaching, 

Published under the auspices of the Boston Society of Natural History. For 
teachers who desire to practically instruct classes in Natural History, and designed to supply 
such information as they are not likely to get from any other source. 26 to 200 pages each. 
Paper. 

I. Hyatt's About Pebbles, 10 cts. VIII. Hyatt's Insects. $1.25 

II. Goodale's Few Common Plants, 20 XII. Crosby's Common Minerals and 
cts. Rocks, 40 cts. Cloth, 60 cts. 

III. Hyatt's Sponges, 20 cents. XIII. Richards' First Lessons in Min- 

IV. Agassiz's First Lesson IN Natural erals, 10 cts. 

History, 25 cts. XIV. Bowditch's Hints for Teachers 

V. Hyatt's Coral and Echinoderms, on Physiology, 20 cts. 

30 cts. XV. Clapp's Observations on Common 

VI. Hyatt's Mollusca, 30 cts. Minerals, 30 cts. 
VII. Hyatt's Worms and Crustacea, 

30 cts. 

U^Ote Book. To acco7npaiiy Scietice Guide No. XV. 
Paper. 48 pages, ruled and printed. Price, 15 cents. 

Science Teaching in the Schools. 



By Wm. N. Rice, Prof, of Geology, Wesleyan Univ., Conn. Paper. 46 pp. Price, 86 cts. 

Elementary Course in Practical Zoology. 

By B. p. Colton, A. M., Professor of Science, Illinois Normal University. Cloth. 
196 pages. Price by mail, 85 cts. ; Introduction price, 80 cts. 

First Book of Geology. 

By N. S. Shaler, Professor of Paleontology, Hai-vard University. 272 pages, with 13J 
figures in the text. Price by mail, i.io ; Introduction price, i.oo. 

The Teaching of Geology. 

By N. S. Shaler, author of First Book in Geology. Paper. 74 pages. Price, 25 cents- 

Astronomical Lantern and How to Find the Stars. 

By Rev. James Freeman Clarke. Intended to familiarize students with the constel- 
lations, by comparing them with fac-similes on the lantern face. Price of the Lantern, ip 
improved form, with seventeen slides and a copy of "How to Find the Stars," ^4.50. 
" How to Find the Stars," separately. Paper. 47 pages. Price 15 cts. 

Studies in Nature and Language Lesson s o 

By Pkof. T. Berry Smith, of Central College, Fayette, Mo. A combination of simple 
natural-history object-lessons, with elementary work in language. Boards. 121 pages. Price, 
50 cts. Parts I. and II. ^8 pages. Price, 20 cts. 



D C. HEATH & CO., Publishers, 

BOSTON, NEW YORK AND CHICAGO. 



Music and Drawing. 

Whitmgr's Public School Music Course. 

Boards. Books I. to V., 112 pages each. Price each, 25 cents. Book VI., 256 pages. 
Price, 54 cents. Part-Song and Chorus Book. Boards. 256 pages. Price, 96 cents. 

This Course consists of a graded series of six elementary Music Readers (thus giving 
new music for each grade) and a High School Reader, with accompanying Charts. Every 
device that would make the books useful has been adopted. The exercises and songs are 
well adapted to the different grades and are all of a high order. It is believed that this 
series is by far the most complete and useful one ever published in this country. 

Whiting s Public School Music Charts. 

First Series, 30 charts, $6.00; Second Series, 14 charts, $3.00; charts separately (two 
charts on a leaf), 50 cents. 

The First Series is designed for the lowest primary grades, which should be taught from 
the charts before they read from the First Music' Reader. The Second Series is designed for 
the lowest Grammar Grades, and should precede the use of the Second Music Reader. 

These Charts are well graded, progressive, educative, and interesting. 



Whitiugs Complete Mttsic Reader. 



Boards. 224 pages. Price, 75 cents. 

Designed for Mixed, High, and Normal Schools, Academies, and Seminaries. A large 
variety of exercises and solfeggios are given for practice in connection with the Rudimentary 
Department, which is quite complete. Two-, three-, and four-part songs constitute a very 
important part of the book. 

Supplementary Music for Public Schools. 

Eight pages numbers, 3 cents; Twelve pages numbers, 4 cents; Sixteen pages numbers, 
5 cents. Send for complete list. New numbers are constantly being added. 

Whittlesey and /amies on s Harmony in Praise. 

A collection of Hymns for college and school chapel exercises, and for families. 75 cents. 

Thompso7is Educational a7td Industrial ^ Drawing. 

As at present proposed the entire system will consist of the following Series of Drawing 
Books and Manuals: (i) Manual Training Series ; Two Manuals. {Ready. Price, 
25 cents each.) (2) Primary Freehand Series ; Four Books and Manual. {Ready. Price, 
$1.00 dozen.) (3) Advanced Freehand ; Four Books and Manual. {Ready. Price, $1.50 
dozen.) (4) Model and Object ; Three Books and Manual. {Ready. Price, $1.75 dozen.) 
(5) Historical Ornament"; Three Books and Manual. ( /« press.) (6) Decorative 
Design ; Three Books and Manual. (7) Geometrical ; Two Books and Manual. (8) Or- 
thographic Projection ; Two Books and Manual. (9) Perspective ; Three Books and 
Manual. 

This System of Drawing is accompanied by an abundant supply of apparatus. The 
author has had many years' experience in teaching from the lowest Primary through the 
Grammar, High, and Technical Schools, and it is believed that the books are so well thought 
out both from a philosophicaj and from a practical point of view, as to be adapted to all 
approved methods and views in the study of drawing. 

Send for full descriptive circulars and special introduction prices. 



D. C. HEATH & CO., Publishers, 

Boston, New York, Chicago, and London. 



Geography and Maps, 

Redways Manual of Geography. 

Modern Facts and Ancient Fancies. Cloth. 175 pages. Price, 65 cents. 

This book renders the latest discoveries in Geography available for the use of teachers. 
A part of the work is devoted to the discussion of old traditions that still cumber many text- 
books. It is full of useful hints, and of bright, interesting information. 

Redways Reproduction of Geographical Forms. 

I. Sand and Clay Modeling. II, Map-Drawing and Map-Projection. Illus- 
trated. Paper. 84 pages. Price, 30 cents. 

Nichols Topics in Geography. 

Cloth. 176 pages. Price, 65 cents. 

Contains a comprehensive outline of all geographical facts usually taught in our best 
primary and grammar schools, together with many excellent suggestions for increasing the 
interest of pupils, and much information of interest not usually accessible to teachers. 

Jackson S Earth in Space^ or Astronotnical Geography. 

Illustrated. Cloth. 80 pages. Price, 40 cents. 

Presents, in a few simple lessons, the main facts of this world's relation to other worlds. 

Picturesque Geography. 

Twelve plates, 15 x 20 inches, and descriptive pamphlet. Per set, $3.00; mounted, $5.00. 
Intended to picture the natural divisions of land and water, and at the same time to meet 
the modern demand for artistic and instructive pictures for decoration of schoolrooms. 



Progressive Outline Maps : 



United States, United States, No. 2 (with State boundaries), World on Mercator's Pro- 
jection* (12x20 in.); North America, South America, Europe, Central and Western Europe,* 
Africa, Asia, Asia Minor, Australia, British Isles,* England,* Greece,* Italy,* Palestine.* 
New England, Middle Atlantic States, Southern States, Southern States -r- western section, 
Central Eastern States, Central Western States, Pacific States, New York, Ohio, Washington 
(State), The Great Lakes, (each 10 x 12 in.). 2 cts. each; per hundred, $1.50. Those 
marked with a star (*) may be had with black outline for historical study. Samples sent on 
receipt of 10 cents. Circulars free. 

HeatJis Outline Map of the United States. 

Small (desk) size, 2 cts. each; $1.50 per hundred. Intermediate size, 28 x 40 inches, each 
30 cts.; large size, 50 cts. ; mounted, $3.00. 

Roneys Stiidenfs Outline Map of England. 

For use in English History and Literature, to be filled in by pupils. 5 cts. 

Outline Map of Ancient History. 

For recording historical growth and statistics (14X 17 in.), 3 cts. each; per hundred, $2.50. 

Practical School Maps. 

Printed from entirely new plates, and including the latest geographical discoveries and 
poKtical changes. Includes Europe, Asia, Africa, North America, South America, Hemi- 
spheres, United States, Palestine, and Canaan. \In press, ready soon. 



D. 0. HEATH & CO., Publishers, Boston, New York, Chicago, and London. 



RECENT ISSUES. 



Buckbee's Primary Word Book. Embraces thorough drills in articu- 
lation and in the difficulties of spelling and sound to be met with in 
primary reading. 140 pages 25 

Mathews' Outlines of English Grammar, with Selections for Prac- 
tice. The application of principles is made by directions for the 
composition of original sentences by the pupil. 270 pages . . .70 

Strang's Exercises in English. Completely new edition. Consists 
of a great variety of exercises in English, systematically classified and 
arranged for criticism and correction, with sample Harvard examin- 
ation papers. 160 pages 45 

Dole's The American Citizen. Designed as a text-book in Civics and 
Morals for the higher grades of the grammar school, as well as for 
the high school and academy. Contains Constitution of the U. S. 
with blackboard analysis. 336 pages 90 

White's Two Years with Numbers. Number Lessons for second 

and third year pupils. 207 pages 40 

Sutton's and Kimbrough's Pupil's Series of Arithmetics. 

Primary Book. Embraces the four fundamental operations in all 
their simn^e relations. 84 pages 18 

Intermediate Book. Embraces practical work through the four oper- 
ations cancellaaon, factoring and properties of numl)ers, simple and 
decimal fractions, percentage and simple interest. 134 pages , .24 

Loxver Book. Combines in one volume Primary and Intermediate 
books. Boards, 30 cts.; cloth . . . . . . • -35 

Higher Book. A compact volume for efficient work which makes 
clear all necessary theory. In press. 

Spear's Leaves and Flowers. May be used for supplementary read- 
ing or as a text-book in the study of Elementary Botany . . .25 

Bass's Nature Stories for Young Readers. Intended to supplement 

the first and second reading books. 118 pages 25 

Compayre's Psychology Applied to Education. Intended for the 
use of teachers who have neither the taste nor the leisure to read 
the profounder treatises on the science and art of teaching, but who 
are sincerely anxious to find a rational basis for their art. 226 pages, .90 

Whiting's Young Folks' Song-Book. A text-book for ungraded 

schools ............ .35 

Shaw's Practice Book of Business Forms. Treats of the best 
methods of keeping simple accounts and furnishes a necessary 
knowledge of ordinary business forms . . ... .60 

D. C. HEATH & CO. 
Boston. New York. Chicago. London. 



New Books on E 



LIBRARY OF CONGRESS 



019 878 845 4 



UU K^jr:L± J. \yj. V , 



I do not think that you have ever printed a book on education that is not worthy to go on an) 
"Teacher's Reading List," and the best list — Dr- William T. Harris. 

Compayre' s History of Pedagogy. 

Translated by Professor W. H. Payne, University of Michigan. Price by mail $1.75. 
The best and most comprehensive history of education in English. — Dr. G. S. Hall. 

Compayre' s Lectures on Teaching . 

Just Issued. Translated by Professor W; H. Payne. Price by mail, $1.60. 
The best book in existence on the theory and practice of education. — Supt. MacAlister, 
Philadelphia. 

De Gar mo's Essentials of . Method. 

A practical exposition of methods wdth illustrative outlines of common school studies. 

Gill ' s Systems of Education . 

An account of the systems advocated by eminent educationists. Price by mail, $1.10. 

I can say truly that I think it eminently worthy of a place on the Chautauqua Reading 
List, because it treats ably of the Lancaster and Bell movement in Education — a very itn- 
^ortant phase. — Dr. William T. Harris. 

Rades lock's Habit in Education . 

With an Introduction by Dr. G. Stanley Hall. Price by mail, 65 cents. 
It will prove a rare "find" to teachers who are seeking to ground themselves in the 
philosophy of their art. — E. H. Russell, Principal of Normal School, Worcestei- Mass. 

Rousseau s Emile. 

Price by mail, 85 cents. 

There are fifty pages of " Emile " that should te bovr.d in velvet and gold. — Voltaire. 

Perhaps the most influential book ever written on the subject of education — R. H. Quick, 

Pestalozzi s Leonard and Gertrude. 

With an Introduction by Dr. G. Stanley Hall. Price by mail,, 85 dents. 
If we except Rousseau's " Emile " only, no more important eaucational book has appea 
for a century and half than Pestalozzi' " Leonard and Gertrude." — The Nation. 

Rosminis Method in Education. 

Price by mail, $1.75. 

The best of the Italian books on education. — Eiditor Londori Journal of Education 

Hair s Methods of Teaching History. 

A symposium of eminent teachers of history. Price by mail, $1.40. ' 

Its excellence and helpfulness ought to secure it many readers. — The Nation. 

Bibliography of Pedagogical Literature. 

Carefully selected and annotated by Dr. G. Stanley Hall. Price Ly mail, $1.7$* 

Lectures to ICindergartners, 

By Elizabeth P. Peabody. Price by mail, ;^i.io. 

Monographs on Education. (25 cents each.) 
D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK, and CHICAGO. 



